ContentPedagogyRW2 - The field of education has been...

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The field of education has been challenged to define teaching and teacher education. The idea of defining teaching is not a simple task. One might think of the task , instead of a static action that can be universally defined,as the current paradigm that dominates our thinking about best practices for teaching. In order to teach all students according to today's standards, teachers need to understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate one idea to another, and address misconceptions. Teachers need to see how ideas connect across fields and to everyday life. This kind of understanding provides a foundation for pedagogical content knowledge that enables teachers to make ideas accessible to others. Shulman's definition of Pedagogical content knowledge identifies the distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an understanding of how particular topics, problems or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction. Pedagogical content knowledge is the category most likely to distinguish the understanding of the content specialist from that of the pedagogue. Kuhn discussed in his study that if we concede the standards are a set of criteria that reflect the dominant view of a community, then it can be useful to have such standards to examine the assumptions, values, and beliefs of teaching, learning and teacher education. Certain documents define the content students should learn and similar documents describe the role of the teacher. Shulman introduced the phrase pedagogical content knowledge and sparked a new wave of scholarly articles on teacher knowledge of their subject matter and
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the importance of this knowledge of their subject matter and the importance of this knowledge for successful teaching. In Shulman's theoretical framework, teachers need to master two types of knowledge: content, also known as deep knowledge of the subject itself, and knowledge of the curricular development. Content knowledge encompasses what Bruner called the structure of knowledge
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This note was uploaded on 11/01/2010 for the course MC 581 taught by Professor Brown during the Spring '10 term at Jackson State.

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ContentPedagogyRW2 - The field of education has been...

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